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19 thoughts on “Question”
Question: Do you own BVP’s new book. If not you should buy it. They have it in Ebook format now
https://www.actfl.org/publications/books-and-brochures/while-were-the-topic
I would explain that ACTFL is the national organization that all FL teachers should align to and their most recent book supports TPRS/CI and the principles of what you are doing.
They DO want their teachers aligned to the standards, don’t they?
That is the road I would take.
One of my former colleagues wrote a summary on language acquisition. I met with BVP for coffee about 1.5 to 2 years ago and showed him this paper. He said it was good. He disagrees with the “clean slate” thing though because he believes in Universal grammar (I do too.)
Here is the document:
https://docs.google.com/document/d/1oliqvWcJHcfZbPCSTKGw43Ek1_sye2ECMUZjJO8bGBI/edit?usp=sharing
Input before output; we want an uninterrupted flow of language in context. Stopping the comprehension to write down the word and then code switch to English is a process from the other side of the brain –
Can you instead challenge (diplomatically of course) the principal’s assumptions that such an interruption in the negotiation of meaning would be good?
Comprehensible input is the foundation of language acquisition; translating words during the input phase isn’t consistent with the research. You presented the ‘targets’ beforehand and they have and use? a stop signal; you check for comprehended input after the fact. You close your circle…
Alisa said:
…can you instead challenge (diplomatically of course) the principal’s assumptions that such an interruption in the negotiation of meaning would be good?….
And challenge them to come up w the research backing up their position. There isn’t any. Then give them a krash course in Krashen 101 – print whatever you need from the Primers hardlink above. Then make them have a face-to-face discussion with you about language acquisition. School them.
I can submit to this forum what I did for my observation last year in which I did a Movietalk. I headed off at the pass and within my pre-observation form (not sure if other people do pre-observation forms) I explained the theory behind what I was doing and why the principal would see certain things (like why am I talking most of the time and not the students).
My principal said it was the best pre-ob she ever saw. Her being in that movietalk was what really won her over and then when she asked me in the post-observation ‘Is there anything I can do for you?” I negotiated a desk-less classroom.
I think if we go our of our way to explain what we do ahead of time we can prevent these problems. Plus, how many teachers in other disciplines can tie what THEY do to the research?
Greg said:
…if we go our of our way to explain what we do ahead of time we can prevent these problems….
I always say that the best defense is a good offense. That is why I have the Visitor’s Chair right there in Student Job Hub C next to the actors and just to the left of the Prof 2.
And I always have stacks of Primer Articles SLA (hard link above) to give them (when I see them I chase them down) in the hallways. When they know I am a research freak they tend to give me a wide berth, for obvious reasons.
Here is my pre-observation form from last year’s movietalk observation lesson. (As a teacher here 5 years and a department chair I am observed once a year by the principal, no more)
https://drive.google.com/file/d/0B4bxkJm_XaO5VnJuQXJvSUhpZ0k/view?usp=sharing
If you like it, feel free to do a cut’n’paste job, people.
May I add this fine document to our Primers section above, Greg?
Yes, please do.
students were not asked to write any vocabulary down during their Movie Talk
First of all, you have to know that this admin does not know anything about language acquisition, L1 or L2. Side note: my current instructional coach spent 8 years as a kindergarten teacher. Now she’s a high school coach. Go figure. But she totally gets language acquisition.
That said, take a long, deep breath, and exhale out any feelings of disappointment. Please. Don’t feel disappointed. Don’t let her bring you down. I know, we all want our admin to think we are great teachers. But admin will burn you. They will burn us out. AND they are not the experts.
So, do whatever you have energy for. (Where you following Tina’s epic battle with her admin last year? btw, that admin left her school… typical.) I would have great respect for you if you simply have students write down words when the admin walks in your room, like they want, so that they don’t pester you any longer.
I am new here and the primers are awesome. Thank you! I am looking for a not too lengthy explanation of CI and why it is beneficial I want something to have on hand in case I get questions from admin or parents. I found the Harrell Primer in the hard links you mentioned, but didn’t know if there was something else? You have so much great information on here!
Ann I will send you some things that will answer that question.
My view on this has now changed. Why not just tell the principal “Thanks for your input” and have student write down vocabulary during a movietalk some times. Tell the students that you will do the movietalks both ways. Then when the admin comes in the room that is the day you have students write the vocab.
Do it sometimes when the admin is not in the room so the kids don’t see you are only doing it for admin.
Problem solved and then you don’t have to waste time convincing an admin who really is just checking boxes for all different subject matters.
That’s what I was going to say. Play to your audience when you have to. My other thought was an exit slip with a list of key vocab or a few sentences from the movie talk that they translate in their books. For some kids seeing the written language after the oral input is helpful in solidifying their comprehension. And an exit slip rather than note taking during MT keeps you in the “flow” for oral input.
I have always noticed, Carly, that you have control of both sides of the tennis court on this topic. I have always felt too drawn to the research to play the game for observers, although I did it well. Some day teachers won’t have to do this schtick because admins will get it. They actually will. Isn’t that a novel thought?
Haha! I am both obedient and independent by nature, so I’ve always tried do a thing in a way that gets the stamp of approval from whoever is in charge but also that feels true to what I believe in. And I am lucky to work somewhere where I am respected and not micromanaged. And writing AFTER oral input is in the star sequence! So admin like it and I like it too!
Cool comment.
Good solution. I wish I had a nickel for every time I changed my instruction to get boxes filled during observations, like putting kids into groups. That’s when I sometimes use OWATS. Doing that for observations cheapens our work, all that we have worked for to align with the actual research over so many years. Some day admins will get it. Some do already.
Finding the middle ground is a good solution. I have found luck, though, with talking to a couple of my admins about why I conduct class the way I do, and they love it. They don’t challenge me on it. I’m thankful for that. If you think he/she’s reasonable you can try to discuss it with them, but it’s up to you. Whatever you think is best for your situation. Good luck!!